I’ve explored your story “The Cask of Amontillado.” To me, the best quality of the story is .
.
I like the way you’ve developed the atmosphere of the story by _.
.
Sincerely,
Your friend,
A Poem by Poe
“The Bells”, page 599
Name Date _
(full name)
Try Onomatopoeia
Edgar Allan Poe often chose words that sound like the sounds and actions they name. Read the words in each list aloud. Then add more words to the list.
2. Try Personification In “The Bells,” Poe uses words that make the bells seem human. For example, in stanza four, the bells have “throats.” They are “people” who live in the steeple and they have a “king.” Brainstorm for words and phrases that could make the following things seem human.
A Fire alarm
.
----
Vocabulary
Stanza 1
Crystalline (krist-tul-un):icy; made of crystals. Runic (roon-ik): A rune is a letter of an alphabet used during the Middle Ages. Through the ages, “rune” has come to mean a mark that has a mysterious meaning.
Challenge:Use a dictionary or encyclopedia to find the runes that spell “Edgar or Poe,” or your own name.
_
Poetry Paper
Objectives Correctly identify and use poetic meter Correctly identify and use rhyme schemes Correctly identify and use repetition, alliteration, personification and onomatopoeia Recognize themes of Romanticism and write a poem using those themes
For this assignment, you will be writing a poem in the style of one of the American Romantics (although the English want to claim Edgar Allan Poe, he was born in America and educated in England) poets that we read in class, specifically, Edgar Allan Poe’s “The Bells.”
Assignment This is an exercise in creativity, but it is an exercise in using the techniques that poets use: Write one stanza similar to the first stanza of the bells The content of the poem should focus on some Romantic theme (nature, man, universe, or oversoul) Follow the meter of Poe’s “The Bells”
We will read and study the poem in class, and you will have a worksheet to compose the poem, the turn in the complete poem with the worksheet stapled under it and the rubric on top. This is a challenging assignment, but you should have fun with it. You can make the poem scary, like Poe’s, or you can make it inspirational, or even humorous. You must use the tools of a poet, but you can fit your own thoughts into the stanza.
Afterwards, you the grading rubric to make sure you have complete the assignment.
_
Poetry Paper Rubric
Reviewer’s Name:
_
20
15
10
5
0
Structure/Repetition
Poem is composed of one complete stanza and repetition
Poem is composed of one stanza, but not all lines are complete
Poem is composed of one stanza, but of fewer than 35 lines
Poem is missing several lines
Poem is missing significant portions and repetition
Comments:
20
15
10
5
0
Content
Addresses common Romantic themes throughout the whole poem
Addresses common Romantic themes throughout most of the poem
Addresses common Romantic themes throughout some of the poem
Addresses common Romantic themes somewhere in the poem
Does not address common Romantic themes
Comments:
20
15
10
5
0
Alliteration
Uses four examples of alliteration in the poem
Uses three examples of alliteration in the poem
Uses two examples of alliteration in the poem
Uses one example of alliteration in the poem
Uses no examples of alliteration in the poem
Comments:
20
15
10
5
0
Onomato- poeia
Uses four example of onomatopoeia in the poem
Uses three examples of onomato- poeia in the poem
Uses two examples of onomatopoeia in the poem
Uses one example of onomato- poeia in the poem
Uses no examples of alliteration in the poem
Comments:
20
15
10
5
0
Rhyme Scheme
Follows Poe’s style exactly throughout the poem
Follows Poe’s style throughout most of the poem
Follows Poe’s style fairly closely in the poem
Come close to Poe’s style but doesn’t match it exactly
Rhyme Scheme, Alliteration, and Onomatopoeia is not like Poe’s
Comments:
- Sample Outline Foreshadowing in Edgar Allan Poe’s “The Cask of Amontillado”
Theses: By presenting clues, Poe prepares reader for the grotesque outcome of the story.
READING: LITERATUREGRADES 9-10KEY IDEAS AND DETAILS RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text. Comprehension Check questions Essay and Writing prompts and activities Note-Taking and Summarizing activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over thecourse of the text, including how it emerges and is shaped and refined by specific details; provide anobjective summary of the text. Activating Prior Knowledge/Theme activities Comprehension Check questions Essay and Writing prompts and activities Note-Taking and Summarizing activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)develop over the course of a text, interact with other characters, and advance the plot or develop thetheme. Activating Prior Knowledge/Theme activities Comprehension Check questions Essay and Writing prompts and activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities CRAFT AND STRUCTURE RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, includingfigurative and connotative meanings; analyze the cumulative impact of specific word choices onmeaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal orinformal tone). Assessment Preparation activities Standards Focus activities Standards Focus activities
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,tension, or surprise.
Comprehension Check questions
Essay and Writing prompts and activities
Plot Map activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
INTEGRATION OF KNOW LEDGE AND IDEAS
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work. (Mythology)
Allusions/Terminology
Author Biography
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
WRITING GRADES 9-10
PRODUCTION AND DISTRIBUTION OF WRITING
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or tryinga new approach, focusing on addressing what is most significant for a specific purpose and audience.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject underinvestigation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RANGE OF WRITING
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
SPEAKING & LISTENING GRADES 9-10 COMPREHENSION AND COLLABORATION
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building onothers’ ideas and expressing their own clearly and persuasively.
Prior Knowledge/Theme activities
Comprehension Check questions
Pre-Reading and Post-Reading ideas and activities
PRESENTATION OF KNOW LEDGE AND IDEAS
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Prior Knowledge/Theme activities
Pre-Reading and Post-Reading ideas and activities
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactiveelements) in presentations to enhance understanding of findings, reasoning, and evidence and to addinterest.
Pre-Reading and Post-Reading ideas and activities
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formalEnglish when indicated or appropriate.
Pre-Reading and Post-Reading ideas and activities
Language
GRADES 9-10 CONVENTIONS OF STANDARD ENGLISH
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation,and spelling when writing.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
KNOW LEDGE OF LANGUAGE
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, tomake effective choices for meaning or style, and to comprehend more fully when reading or listening.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
VOCABULARY ACQUISITION AND USE
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GR AGES 9–10 RE ADING AND CONTENT, choosing flexibly from a range of strategies. Common Core Standards Alignment—The Bells; The Raven; The House of the Rue Morgue; and other tale by Edgar Allan Poe Literature Guide; Grades 10-12
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Allusions/Terminology
Assessment Preparation activities
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
**The Bells** (Criticism): Information from Answers.com
9th Grade Below
Cask of Amontillado by Edgar Allan Poe
Text
Study Guide
The Masque of the Red Death by Edgar Allan Poe
Text
Edgar Allan Poe: An Author Unit
Your Address
Dear Mr. Poe,
I’ve explored your story “The Cask of Amontillado.”
To me, the best quality of the story is
.
.
I like the way you’ve developed the atmosphere of the story by
_.
.
Sincerely,
Your friend,
A Poem by Poe
“The Bells”, page 599
Name
Date _
(full name)
- Try Onomatopoeia
Edgar Allan Poe often chose words that sound like the sounds and actions they name. Read the words in each list aloud. Then add more words to the list.Unhappy, scary Loud, Deep
Moan, groan, growl thunder, thump, rumble, roar,
Howl, wail, whimper blast, bluster
Quick, Light Breaking
Clip, snip, rap, tap smash, crash, clatter,
Skitter, scoot shatter, slice, slit
2. Try Personification
In “The Bells,” Poe uses words that make the bells seem human. For example, in stanza four, the bells have “throats.” They are “people” who live in the steeple and they have a “king.” Brainstorm for words and phrases that could make the following things seem human.
A Fire alarm
.
----
Vocabulary
- Stanza 1
Crystalline (krist-tul-un): icy; made of crystals.Runic (roon-ik): A rune is a letter of an alphabet used during the Middle Ages. Through the ages, “rune” has come to mean a mark that has a mysterious meaning.
Challenge: Use a dictionary or encyclopedia to find the runes that spell “Edgar or Poe,” or your own name.
_
Poetry Paper
Objectives
Correctly identify and use poetic meter
Correctly identify and use rhyme schemes
Correctly identify and use repetition, alliteration, personification and onomatopoeia
Recognize themes of Romanticism and write a poem using those themes
For this assignment, you will be writing a poem in the style of one of the American Romantics (although the English want to claim Edgar Allan Poe, he was born in America and educated in England) poets that we read in class, specifically, Edgar Allan Poe’s “The Bells.”
Assignment
This is an exercise in creativity, but it is an exercise in using the techniques that poets use:
Write one stanza similar to the first stanza of the bells
The content of the poem should focus on some Romantic theme (nature, man, universe, or oversoul)
Follow the meter of Poe’s “The Bells”
We will read and study the poem in class, and you will have a worksheet to compose the poem, the turn in the complete poem with the worksheet stapled under it and the rubric on top. This is a challenging assignment, but you should have fun with it. You can make the poem scary, like Poe’s, or you can make it inspirational, or even humorous. You must use the tools of a poet, but you can fit your own thoughts into the stanza.
Afterwards, you the grading rubric to make sure you have complete the assignment.
_
Poetry Paper Rubric
Reviewer’s Name:
_
poeia
poeia in the poem
poeia in the poem
Sample Outline
Foreshadowing in Edgar Allan Poe’s “The Cask of Amontillado”
Theses: By presenting clues, Poe prepares reader for the grotesque outcome of the story.
I. Fortunato’s costume
A. Fool’s outfit
B. Bells
II. Montresor’s family background
A. Family crest
B. Family motto
III. “Mason” scene
A. The gesticulation
1. Fortunato’s response
2. Montresor’s response
B. The trowed
IV. The catacombs
A. Family crypt
B. Scattered bones
Poe's amontillado reading.mp3
http://www.learnnc.org/lp/pages/2919?ref=search
"The Bells" Analysis
http://www.livebinders.com/media/get/MzAzODI0MA==
http://www.livebinders.com/media/get/MzA1OTM5Ng==
"The Pit and the Pendulum" by Edgar Allan Poe
http://www.elacommoncorelessonplans.com/teachers-guide-to-the-cask-of-amontillado-by-edgar-allan-poe.html
.
P11GR002.pdf
READING: LITERATURE GRADES 9-10KEY IDEAS AND DETAILS
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Comprehension Check questions Essay and Writing prompts and activities Note-Taking and Summarizing activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Activating Prior Knowledge/Theme activities Comprehension Check questions Essay and Writing prompts and activities Note-Taking and Summarizing activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Activating Prior Knowledge/Theme activities Comprehension Check questions Essay and Writing prompts and activities Pre-Reading and Post-Reading ideas and activities Standards Focus activities
CRAFT AND STRUCTURE
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Assessment Preparation activities Standards Focus activities Standards Focus activities
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Comprehension Check questions
Essay and Writing prompts and activities
Plot Map activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
INTEGRATION OF KNOW LEDGE AND IDEAS
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work.
(Mythology)
Allusions/Terminology
Author Biography
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
WRITING
GRADES 9-10
PRODUCTION AND DISTRIBUTION OF WRITING
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RANGE OF WRITING
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
SPEAKING & LISTENING
GRADES 9-10
COMPREHENSION AND COLLABORATION
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Prior Knowledge/Theme activities
Comprehension Check questions
Pre-Reading and Post-Reading ideas and activities
PRESENTATION OF KNOW LEDGE AND IDEAS
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
Prior Knowledge/Theme activities
Pre-Reading and Post-Reading ideas and activities
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Pre-Reading and Post-Reading ideas and activities
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Pre-Reading and Post-Reading ideas and activities
Language
GRADES 9-10
CONVENTIONS OF STANDARD ENGLISH
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
KNOW LEDGE OF LANGUAGE
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
VOCABULARY ACQUISITION AND USE
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on GR AGES 9–10 RE ADING AND CONTENT, choosing flexibly from a range of strategies.
Common Core Standards Alignment—The Bells; The Raven; The House of the Rue Morgue; and other tale by Edgar Allan Poe Literature Guide; Grades 10-12
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Allusions/Terminology
Assessment Preparation activities
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities